The document provides guidance on key elements of writing short stories, including defining the beginning, middle and end of a narrative. It also outlines important aspects to consider such as characters, plot, setting, theme and narrative point of view. Tips are offered on crafting an engaging introduction, developing the complication and ensuring the resolution solves any problems.
In this writing, the writer tries to analyze the characterization of Adjoa, the protagonist of “The Girl Who Can” by Ama Ata Aidoo. The purpose of this analysis is to understand the characterization of Adjoa with regard to her psychological state.
Emotions! We all have them. Sometimes, they drive us crazy, while other times they make us feel amazing. Sometimes they are subtle and other times they can be particularly intense. Naming and categorising our feelings is the first step to dealing with them. Do your students know how to do this in English? Here are a couple of activities to practice this incredibly useful ability!
In this writing, the writer tries to analyze the characterization of Adjoa, the protagonist of “The Girl Who Can” by Ama Ata Aidoo. The purpose of this analysis is to understand the characterization of Adjoa with regard to her psychological state.
Emotions! We all have them. Sometimes, they drive us crazy, while other times they make us feel amazing. Sometimes they are subtle and other times they can be particularly intense. Naming and categorising our feelings is the first step to dealing with them. Do your students know how to do this in English? Here are a couple of activities to practice this incredibly useful ability!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
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Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. A short story is a narrative that has a
beginning, a middle and an ending.
The orientation (beginning) tells the reader
who, what, when, where and why.
The complication (middle) is the problem or
the conflict the main character or characters
must face and solve.
The resolution (ending) is the solving of the
problem or conflict for better or for worse.
3. Purpose: What is the writer‟s purpose? Is it
to entertain or to make the audience think?
Plot: How are the events of the story
arranged? Are they interesting or exciting?
Setting: Where and when does the action
take place? Does the setting have an
important bearing upon the action?
Theme: What is the main underlying idea,
to which the author would like the audience
to respond?
4. Narrator: Who is telling the story? Is it a
character in the story, an observer or the
writer?
Characters: Who are the characters? Are
they true to life? Why are they important?
Conflict: What struggle or problems occur
between the characters or what inner
conflict does the character need to resolve?
Climax: What is the most exciting point in
the story?
5. Title: How does the title relate to the story?
Orientation: How does the beginning arouse
your interest?
Complication: What are the problems that
hinder the main characters from achieving
their goal? How does the writer build up the
suspense?
Resolution: Is the ending of the story a
surprise? Are the problems solved?
6. Start
with a situation – a problem to
be resolved for your protagonist.
Then present the problems that can
occur:
Misunderstandings
mistaken identity
lost opportunities
7. Thefinal step is to show how you
can solve the problem.
Love Triumphs
good conquers evil
honesty is the best policy
united we stand
8. Every piece of writing must have a
message or thread of meaning running
through it and this theme is the skeleton
or framework on which you hang your
plot, characters, setting etc.
As you write, make sure that every word
is related to this theme.
9. Aneffective short story convers a
very short time span. It may be one
single event that is momentous in
the life of your main character or
the story may take place in a single
day or even an hour.
Try to use the events you depict to
illustrate your theme.
10. You do not have to be predictable when
deciding on settings. For example, some of
the most frightening settings for thrillers are
not cemeteries or lonely allies, but normal
places where readers can imagine
themselves.
Appeal to your reader‟s five senses to make
your settings more real.
11. Around three main characters is all a
short story can effectively deal with
because too many will distract you
from your theme.
Decide on the characteristics that
are important for your theme and
stick to those.
12. Never underestimate the power of
dialogue in conveying character, but
it must contribute to the main focus
of the story. Every word you put
into the mouth of your characters
must contribute to revealing your
theme……if it doesn‟t, be ruthless
and cut it.
13. Visual imagery also draws the reader
in.
Capture the reader‟s interest in, and
empathy for, your characters. You
need to paint such a vivid picture
that the reader can imagine
herself/himself to be in the scene.
14. Beginwith an arresting first paragraph or
lead, enough to grab the readers and make
them curious to know what happens next.
Makesure the plot works – there must be a
beginning, middle and end.
Don‟tsignal the twist ending too soon – try to
keep the reader guessing until the last
moment.
15. The narrator is the one who tells the reader
what is going on. It is through the eyes of
the narrator that the events and characters
are seen.
The narrator may be one of the characters in
the story or someone who observes what
happens.
We use the term narrative point of view
(POV) to describe the way in which the
narrator sees the events that make up the
story.
16. The First Person
“I” singular or “we” plural
This gives the most personal view of events, as
if told by a firsthand witness or witnesses.
The Second Person
“You” – singular and plural
Seldom used for telling stories as this POV is
used when giving instructions and commands.
17. The Third Person
“He”, “She”, “Tom” – singular
Or “They” – plural
Offers a view of events and characters that is
not limited by time or place. The main form is
called the “Omniscient POV”. This POV is the
most flexible.
18. Thenext screen shows the first few lines of a
short story called The Breadwinner.
19. The Breadwinner
The parents of a boy of fourteen were
waiting for him to come home with his first
week‟s wages.
The mother had laid the table and was
cutting some slices of bread and butter for
tea. She was a little woman with a pinched
face and spare body, dressed in a blue blouse
and skirt, the front of the skirt covered with a
starched white apron. She looked tired and
frequently sighed heavily.
20. The Breadwinner
The parents of a boy of fourteen were
waiting for him to come home with his first
week‟s wages.
The mother had laid the table and was
cutting some slices of bread and butter for
tea. She was a little woman with a pinched
face and spare body, dressed in a blue blouse
and skirt, the front of the skirt covered with a
starched white apron. She looked tired and
frequently sighed heavily.
The title of the story relates to the main issue
21. The Breadwinner
The parents of a boy of fourteen were
waiting for him to come home with his first
week‟s wages.
The mother had laid the table and was
cutting some slices of bread and butter for
tea. She was a little woman with a pinched
face and spare body, dressed in a blue blouse
and skirt, the front of the skirt covered with a
starched white apron. She looked tired and
frequently sighed heavily.
Orientation: the characters are introduced
22. The Breadwinner
The parents of a boy of fourteen were
waiting for him to come home with his first
week‟s wages.
The mother had laid the table and was
cutting some slices of bread and butter for
tea. She was a little woman with a pinched
face and spare body, dressed in a blue blouse
and skirt, the front of the skirt covered with a
starched white apron. She looked tired and
frequently sighed heavily.
Little to eat - poverty
23. The Breadwinner
The parents of a boy of fourteen were
waiting for him to come home with his first
week‟s wages.
The mother had laid the table and was
cutting some slices of bread and butter for
tea. She was a little woman with a pinched
face and spare body, dressed in a blue blouse
and skirt, the front of the skirt covered with a
starchedwhite apron. She looked tired and
frequently sighed heavily.
Description of mother suggests financial hardship and that
she is struggling with a problem
24. The Breadwinner
The parents of a boy of fourteen were waiting
for him to come home with his first week‟s
wages.
The mother had laid the table and was cutting
some slices of bread and butter for tea. She
was a little woman with a pinched face and
spare body, dressed in a blue blouse and
skirt,the front of the skirt covered with a
starchedwhite apron. She looked tired and
frequently sighed heavily
Clean and neat – even if little to eat the table is still laid
out
25. He was a soft-faced man wearing rimless
glasses, but he handled the automatic with
unmistakable competence.
I was rather surprised at my calmness when I
learned the reason for his presence. „It‟s a
pity to die in ignorance,‟ I said. „Who hired
you to kill me?‟
His voice was mild. „I could be an enemy in
my own right.‟
26. We walk down to the busy intersection, me
trailing behind Harry. We strut our stuff
across the road. I can feel eyes watching
and heads turning as we pass. In fact, I‟m
surprised we haven‟t caused a collision with
all the drivers watching.
“Nice dog mate” remarks a passer-by.
MWSC Year 9 student
27. It‟squiet in here, cool leather pressed
against my cheek. I can hear noises, my
relatives lie next to me. Suddenly sunlight
pierces the darkness, glinting off my golden
skin. I am flying through the sky and as I
crash onto the table top a Freddo frog slides
past me.
MWSC Year 9 student